Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.

Sonst. Personen	Harju-Luukkainen, Heidi (Hrsg.); McElvany, Nele (Hrsg.); Stang, Justine (Hrsg.)
Titel	Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.
Quelle	Cham: Springer (2020), xii, 279 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Diagramme; Illustrationen 19
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-38968-0; 978-3-030-38969-7; 978-3-030-38970-3; 978-3-030-38971-0
DOI	10.1007/978-3-030-38969-7
Schlagwörter	Bildungsmonitoring; Quantitative Forschung; Querschnittuntersuchung; Testkonstruktion; Testverfahren; Bildungsstandards; Schulforschung; Schüler; Leistungsbeurteilung; Schulleistung; Schülerleistung; Internationaler Vergleich; Belgien; Deutschland; England; Estland; Europa; Großbritannien; Island; Italien; Norwegen; Portugal; Serbien; Slowenien; Spanien; USA; Ungarn; Wallonien; Österreich
Abstract	This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters. The chapters in the first part offer a broad overview on student assessment covering history and current status, aims and approaches as well as methodological challenges of international student assessment. The second part presents country specific chapters provide an in depth look examining country specific policy and practices and findings of national and/or international assessments. Findings are critically discussed and recommendations are made for further development of each country's assessment context. The book shows similarities and differences within the educational assessment landscape as well as complexity and similarities in assessment policy documents and strategies, Given the globalized world we live in today, this book fills a need in the higher educational context and is intended for policy makers in different countries as well. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2